African-American Non-Traditional Female Community College Students' Experiences in, and Perceptions 0f, Developmental Education

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Autor/in	Roberts, Ruby Beatrice
Titel	African-American Non-Traditional Female Community College Students' Experiences in, and Perceptions 0f, Developmental Education
Quelle	(2018), (180 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-8540-3
Schlagwörter	Hochschulschrift; Dissertation; Race; Critical Theory; African American Students; Females; Nontraditional Students; Community Colleges; Two Year College Students; Student Experience; Student Attitudes; Developmental Studies Programs; Racial Relations; Racial Bias; College Faculty; Faculty Advisers; Academic Support Services; Student Placement; Academic Persistence; Instructional Effectiveness; Educational Attainment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rasse; Abstammung; Kritische Theorie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Community college; Community College; Studienerfahrung; Schülerverhalten; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Racial discrimination; Rassismus; Fakultät; Schülerpraktikum; Unterrichtserfolg; Bildungsabschluss; Bildungsgut
Abstract	Research indicates that African-American non-traditional female students often experience academic difficulties when they have a placement in developmental education programs and courses at community colleges. As a result, African-American non-traditional female students often drop these courses, leave college, and do not persist to degree attainment. There is a gap in the literature about the experiences and perceptions of African-American non-traditional female students enrolled in developmental education courses and the impact these courses have on their persistence to degree attainment. The purpose of this interpretative phenomenological qualitative study was to gain a deeper understanding of the experiences and perceptions of African-American female students, ages 25 to 55, enrolled in developmental education courses in community colleges, completed these courses, or who dropped these courses and the impact these courses have on their persistence to degree attainment. This study was conducted at two separate community colleges in a Mideastern state. Through a semi-structured interview format, five African-American non-traditional female students shared their experiences of being enrolled in developmental courses at community colleges. The theoretical frameworks for this study were developmental education theory, adult learning theory, critical race theory, and Black feminist thought. Five research questions were used to probe participants and to gain an in-depth understanding of their perceptions and experiences in the courses and college. Findings revealed that African-American non-traditional female students completed the developmental courses but had adverse racial experiences in college and the learning environment from faculty, advisors, and support services staff; participants indicated the enrollment and placement process was challenging and complicated; participants were not happy with being placed in developmental courses which they felt were costly, and time-consuming. Findings also indicated that despite the adverse challenges these participants encountered, they were self-motivated and determined to get their degree; they did not drop courses and persisted to degree completion. Principally, findings indicated it was not the academic coursework which discouraged them, but the disrespect and difficulties these students encountered in the learning environment from instructors, advisors, and support services staff. Recommendations for future research included in this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01